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Abstract This study conducts meta‐analytical estimations based on 70 empirical studies regarding inconsistent effect sizes of augmented reality in interactive learning environments. It finds that compared with traditional tools, augmented reality in interactive learning environments significantly enhances overall learning effectiveness ( g = 0.717, 95% confidence interval CI = 0.606–0.827) at the 0.05 level. The moderating analysis finds that augmented reality in interactive learning environments significantly enhances (1) students' acceptance of technological systems and attitudes toward their courses, (2) comfort, engagement, and self‐efficacy, (3) learning motivations (measured by attention, perceived relevance to learning objectives, confidence, satisfaction, and interest), (4) critical thinking and practical skills, and (5) knowledge acquisition outcomes (including memorization, retention, and application). Interactive augmented reality has insignificant influences on students' flow experience, collaboration, and communication at the 0.05 level, while significantly reducing cognitive load at the 0.05 level. The findings in this study may enlighten further studies on educational technologies and extend applications of augmented reality in education.
Yu-peng et al. (Sun,) studied this question.